Cognition in Mid Childhood – Ch12 | Test Bank – 9e - Infants and Children 9e | Test Bank with Answer Key by Laura E. Berk by Laura E. Berk. DOCX document preview.
View Product website:
https://selldocx.com/docx/cognition-in-mid-childhood-ch12-test-bank-9e-1501
Chapter 12
Cognitive Development in Middle Childhood
MULTIPLE CHOICE
1) Children in middle childhood are in Piaget’s ________ stage, which extends from about 7 to 11 years.
A) sensorimotor
B) preoperational
C) concrete operational
D) formal operational
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 431; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Remember
Difficulty Level: Easy
2) Children who are not capable of decentration have difficulty ________.
A) performing two unrelated tasks at the same time
B) interpreting conflicting cues when sorting objects
C) thinking through a series of steps and then mentally reversing direction
D) focusing on several aspects of a problem and relating them to one another
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 431; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Remember
Difficulty Level: Moderate
3) Reversibility refers to the capacity to ________.
A) understand that some actions, such as ringing a bell, cannot be undone
B) understand that some qualities, such as shape, apply to objects that have nothing else in common
C) think through a series of steps and then mentally change direction, returning to the starting point
D) solve a problem by focusing on the end goal instead of identifying the first steps in a solution
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 431; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Remember
Difficulty Level: Moderate
4) Reynold is presented with a jar containing many red marbles and a few white marbles. If Reynold is not capable of mastering Piaget’s class inclusion problem, he would be likely to believe that ________.
A) there are more red marbles than marbles in the jar
B) there are more white marbles than red marbles in the jar
C) there is no way to determine whether there are more red marbles than white marbles
D) there is no way to determine if a given marble is red or white
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 431; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Apply
Difficulty Level: Moderate
5) Heather is lining up crayons in order from shortest to longest. This skill represents her understanding of ________.
A) continuity of acquisition
B) decentration
C) reversibility
D) seriation
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 432; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Apply
Difficulty Level: Easy
6) Jalen observes that stick A is longer than stick B and that stick B is longer than stick C. If Jalen is capable of making transitive inferences, he would also be able to conclude that ________.
A) stick A is longer than stick C
B) stick A will be longer than the next stick Jalen will observe
C) stick C will be shorter than the next stick Jalen will observe
D) each stick is roughly identical in aspects other than length
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 432; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Apply
Difficulty Level: Difficult
7) When transitive inference tasks are relevant to children’s everyday experiences, 6-year-olds ________.
A) can make transitive inferences about abstract properties such as importance, but not other properties
B) can make transitive inferences about visual properties such as length, but not other properties
C) perform well, but not as well as older children
D) perform better than older children
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 432; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Understand
Difficulty Level: Moderate
8) Mrs. Hartley asked her first graders to draw a map of their classroom using their memory. The students’ cognitive maps will probably ________.
A) have an accurate arrangement
B) include landmarks
C) incorporate map symbols with nonliteral meanings
D) depict an organized route of travel
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 432; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Apply
Difficulty Level: Moderate
9) Which statement about children’s map-making abilities is true?
A) Preschool children do not yet include landmarks on maps they draw.
B) By age 6, most children can accurately place stickers on a map to indicate landmarks.
C) By age 7, most children can give clear, well-organized instructions for getting from one place to another.
D) By age 12, most children grasp the notion of scale.
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 432; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Understand
Difficulty Level: Moderate
10) Children who do not realize that a mapmaker’s assigned meaning supersedes physical resemblance would be likely to ________.
A) fail to recognize that a picture of a school on a map represents an actual school
B) believe that all of the houses depicted on the map are the same distance from each other
C) disbelieve observations based on a map that were not confirmed through personal experience
D) have difficulty understanding that a yellow school bus could be represented by a blue star
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 432; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Apply
Difficulty Level: Moderate
11) Compared to maps made by children from Western cultures, maps made by children from cultures that do not emphasize using maps for navigation would be more likely to depict ________.
A) main streets
B) key directions
C) people and vehicles
D) formal, extended space
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 433; screen 12.1.1
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Understand
Difficulty Level: Difficult
12) A child in the concrete operational stage will have the most trouble understanding ________.
A) abstract ideas
B) concrete information
C) information that is perceived directly
D) dual representation
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 434; screen 12.1.2
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Remember
Difficulty Level: Understand
13) School-age children master concrete operational tasks ________.
A) all at once
B) gradually, in a continuum of acquisition
C) much later than Piaget believed
D) after they master abstract thinking
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 434; screen 12.1.3
Objective: 12.1a Describe advances in thinking and cognitive limitations during the concrete operational stage.
Skill: Remember
Difficulty Level: Moderate
14) Which statement about the impact of culture and schooling on concrete operational thought is accurate?
A) Children with no formal schooling master Piagetian tasks only when they become adults.
B) When children of the same age are tested, those who have been in school longer score lower on transitive inference problems.
C) Brain development combined with experience leads children everywhere to reach the concrete operational stage at about the same time.
D) Evidence indicates that specific cultural and school practices influence the ability to perform Piagetian tasks.
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 434; screen 12.1.3
Objective: 12.1b Discuss follow-up research on concrete operational thought.
Skill: Understand
Difficulty Level: Moderate
15) Based in part on research comparing Zinacanteco children with North American children of the same age, some investigators have concluded that the forms of logic required by Piagetian tasks are ________.
A) heavily influenced by training, context, and cultural conditions
B) primarily developed through focused attention and self-discipline
C) evident in all children at about the same time
D) influenced by biological age and mastered all at once
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 434; screen 12.1.3
Objective: 12.1b Discuss follow-up research on concrete operational thought.
Skill: Understand
Difficulty Level: Moderate
16) Neo-Piagetian theorists such as Robbie Case propose that the development of operational thinking can best be understood ________.
A) as a sudden shift to a new developmental stage
B) as a process of making automatic schemes subject to deliberate thought
C) in terms of expansion of information-processing capacity
D) as the product of children’s interaction with adults
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 435; screen 12.1.3
Objective: 12.1b Discuss follow-up research on concrete operational thought.
Skill: Understand
Difficulty Level: Moderate
17) Compared with Piaget’s theory, neo-Piagetian approaches better account for ________.
A) the abrupt mastery of logical concepts in middle childhood
B) the similar timing of appearance of abstract thinking across cultures
C) the discontinuous restructuring of children’s thinking
D) unevenness across tasks in children’s understanding of the same logical insight
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 435; screen 12.1.3
Objective: 12.1b Discuss follow-up research on concrete operational thought.
Skill: Understand
Difficulty Level: Moderate
18) Piaget believed that the development of concrete operational thought reflects ________.
A) continuous, gradual improvement in logical skills
B) discontinuous restructuring of children’s thinking
C) improvements in information-processing capacity
D) random change in cognitive processes
Topic: Piaget’s Theory: The Concrete Operational Stage
Content Ref: p. 435; screen 12.1.4
Objective: 12.1b Discuss follow-up research on concrete operational thought.
Skill: Understand
Difficulty Level: Moderate
19) Which statement about influences on executive function is true?
A) Heredity influences executive function, but environmental factors do not.
B) Environmental factors influence executive function, but heredity does not.
C) In both typically and atypically developing children, heredity combines with environmental factors to influence executive function.
D) In typically developing children, the influence of heredity on executive function is greater than that of environmental factors, but in atypically developing children, this relationship is reversed.
Topic: Information Processing
Content Ref: p. 436; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Remember
Difficulty Level: Easy
20) One way researchers test the ability to flexibly shift attention is to ________.
A) introduce irrelevant stimuli into a task to see how well children attend to the task’s central elements
B) test the same group of children multiple times, spacing the tests at least a year apart from each other
C) ask children to complete tasks, such as grocery shopping, that are relevant to their everyday lives
D) offer rewards for successful completion of tasks that would not be rewarded in everyday life
Topic: Information Processing
Content Ref: p. 436; screen 00
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Understand
Difficulty Level: Moderate
21) Which task would be most effective in assessing how well children can flexibly shift their attention based on task requirements?
A) repeating a series of numerical digits backward
B) sorting picture cards with conflicting cues according to changing sorting rules
C) drawing a map of a large-scale outdoor space
D) creating a plan involving evaluation of a detailed sequence of steps
Topic: Information Processing
Content Ref: p. 436; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Apply
Difficulty Level: Difficult
22) Which statement about attention-deficit hyperactivity disorder (ADHD) is true?
A) Boys are diagnosed two to three times as often as girls.
B) Girls are diagnosed two to three times as often as boys.
C) All children who are hyperactive also have ADHD.
D) All children with ADHD are hyperactive.
Topic: Information Processing
Content Ref: p. 437 Box: Biology and Environment: Children with Attention-Deficit Hyperactivity Disorder; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Remember
Difficulty Level: Easy
23) Kelsey, age 10, is impulsive. During school, he drops his pencil, rearranges the papers inside his desk, and yells to people across the room. Kelsey fails to follow the rules when he plays games and lashes out with hostility when he is frustrated. He suffers from both academic and social problems. Kelsey’s behavior is most consistent with ________.
A) Down syndrome
B) an anxiety disorder
C) autism spectrum disorder
D) attention-deficit hyperactivity disorder (ADHD)
Topic: Information Processing
Content Ref: p. 437 Box: Biology and Environment: Children with Attention-Deficit Hyperactivity Disorder; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Apply
Difficulty Level: Easy
24) Which statement about attention-deficit hyperactivity disorder (ADHD) is true?
A) Fraternal twins are more likely than identical twins to share ADHD.
B) For a child to be diagnosed with ADHD, symptoms must have appeared before age 5.
C) Attention-deficit hyperactivity disorder (ADHD) affects children, but not adults.
D) Children with attention-deficit hyperactivity disorder (ADHD) find it hard to ignore irrelevant information.
Topic: Information Processing
Content Ref: p. 437 Box: Biology and Environment: Children with Attention-Deficit Hyperactivity Disorder; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Understand
Difficulty Level: Moderate
25) Stimulant medication prescribed to treat attention-deficit hyperactivity disorder (ADHD) seems to __________ activity in the __________, thereby lessening impulsivity and hyperactivity and improving attention in most children who take it.
A) increase; hypothalamus
B) decrease; hypothalamus
C) increase; prefrontal cortex
D) decrease; prefrontal cortex
Topic: Information Processing
Content Ref: p. 437 Box: Biology and Environment: Children with Attention-Deficit Hyperactivity Disorder; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Remember
Difficulty Level: Moderate
26) Which statement about working memory is true?
A) Assignments with high memory demands help children overcome limited working memories.
B) Children with limited working memories can benefit from direct training with working memory tasks.
C) Children from higher-SES families are especially likely to score low on working memory tasks.
D) The majority of children with low working-memory scores improve without intervention.
Topic: Information Processing
Content Ref: p. 438; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Understand
Difficulty Level: Easy
27) Which statement about mindfulness training is true?
A) It encourages participants to focus their attention on their feelings and maintain awareness of only the positive ones.
B) it involves refining a mental list of tasks that need to be performed in order to promote healthy development.
C) It leads to gains in executive function, school grades, prosocial behavior, and positive peer relations.
D) It helps children avoid snap judgments by introducing distracting thoughts and emotions.
Topic: Information Processing
Content Ref: p. 439; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Understand
Difficulty Level: Moderate
28) In Enrique’s fourth-grade class, the teacher asks the children to attend to their own breathing or to manipulate an object held behind their backs while noticing how it feels. Enrique’s teacher is using ________ training to enhance children’s ________.
A) elaboration; working memory
B) organization; flexible shifting
C) mindfulness; executive function
D) transitive inference; seriation skills
Topic: Information Processing
Content Ref: p. 439; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Apply
Difficulty Level: Easy
29) Which statement about planning is true?
A) Six-year-olds do well in predicting how early steps in their plan will affect success at later steps.
B) School-age children perform better on tests of sequential planning than on tests of advanced planning.
C) The demands of school tasks contribute to declines in school-age children’s planning.
D) Children learn much about planning from collaborating with more-expert planners.
Topic: Information Processing
Content Ref: p. 439; screen 12.2.1
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Understand
Difficulty Level: Moderate
30) McKenzie is trying to memorize the names of different explorers. If she is using organization as a memory strategy, she might ________.
A) group explorers by country of origin
B) associate names of explorers with foods they remind her of
C) repeat the names of explorers several times
D) create a funny song that includes names of explorers
Topic: Information Processing
Content Ref: p. 440; screen 12.2.2
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Apply
Difficulty Level: Easy
31) When studying for a test, Peter remembers the unrelated words cellular and canine by generating the following mental image, “The canine is talking on a cellular phone.” Which memory strategy is Peter using?
A) rehearsal
B) organization
C) elaboration
D) seriation
Topic: Information Processing
Content Ref: p. 440; screen 12.2.2
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Apply
Difficulty Level: Moderate
32) Elaboration is a later-emerging memory strategy because it requires ________.
A) considerable effort and space in working memory
B) tangible real-world objects
C) combining rehearsal and organization
D) mastery of digit span tasks
Topic: Information Processing
Content Ref: p. 440; screen 12.2.2
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Understand
Difficulty Level: Moderate
33) In a study of fourth graders, children who were either experts or novices in knowledge of soccer were given lists of soccer and nonsoccer items to learn. Experts remembered far more items on the soccer list (but not the nonsoccer list), indicating that ________.
A) children with good working memories will be more successful at memory tasks even if they lack background knowledge of the subject
B) highly knowledgeable children organize information in their area of expertise with little or no effort
C) having background knowledge about a subject requires the dedication of working memory capacity that cannot be used for other purposes
D) semantic memory capacity and information processing compete for the same resources
Topic: Information Processing
Content Ref: p. 441; screen 12.2.3
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Understand
Difficulty Level: Difficult
34) Research on strategic memory processing indicates that ________.
A) children with limited working memory capacity are as likely as other children to use what they know to acquire knowledge
B) children with large working memory capacities are unlikely to use memory strategies to enhance their ability to acquire knowledge
C) advances in semantic memory make advances in working memory less likely
D) extensive knowledge and use of memory strategies support each other in helping children acquire knowledge
Topic: Information Processing
Content Ref: p. 441; screen 12.2.3
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Understand
Difficulty Level: Moderate
35) Which statement about culture, schooling, and memory strategies is accurate?
A) Across cultures, people use the same strategies in the same sequence in day-to-day problem solving.
B) People in village cultures who lack formal schooling are as likely as those from industrialized nations to use memory strategies.
C) Societal modernization is broadly associated with performance on cognitive tasks commonly given to children in industrialized nations.
D) The development of memory strategies can be fully explained by developments in human information processing.
Topic: Information Processing
Content Ref: pp. 441-2; screen 12.2.4
Objective: 12.2a Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Skill: Understand
Difficulty Level: Moderate
36) Which outcome is an example of metacognition?
A) remembering which techniques help you solve problems
B) remembering the names of many family members
C) performing complicated math calculations
D) reading texts that involve different opinions
Topic: Information Processing
Content Ref: p. 443; screen 12.2.5
Objective: 12.2b Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Skill: Apply
Difficulty Level: Moderate
37) Research on metacognition shows that school-age children ________.
A) fail to grasp the relationship between memory and understanding
B) use the same memory strategies as preschoolers do
C) view the mind as a passive container of information
D) view the mind as an active, constructive agent that selects and transforms information
Topic: Information Processing
Content Ref: p. 442; screen 12.2.5
Objective: 12.2b Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Skill: Understand
Difficulty Level: Moderate
38) Which of these is a second-order belief?
A) believing that scissors are sharp based on two different experiences with them
B) believing that one’s sister believes that a cereal box is full
C) believing that a cat is friendly, even though it is not
D) believing that broccoli is healthy but not believing claims that it is tasty
Topic: Information Processing
Content Ref: p. 442; screen 12.2.5
Objective: 12.2b Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Skill: Apply
Difficulty Level: Difficult
39) Which statement about second-order beliefs is true?
A) They always involve inaccurate beliefs that another person has.
B) They involve awareness of one’s own thinking but not other people’s thinking.
C) They require the ability to view a situation from at least two perspectives.
D) They are an indication of healthy cognitive development but have few practical applications.
Topic: Information Processing
Content Ref: p. 443; screen 12.2.5
Objective: 12.2b Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Skill: Understand
Difficulty Level: Moderate
40) The ability to view a situation from at least two perspectives is called ________.
A) recursive thought
B) cognitive self-regulation
C) seriation
D) metacognition
Topic: Information Processing
Content Ref: p. 443; screen 12.2.5
Objective: 12.2b Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Skill: Remember
Difficulty Level: Moderate
41) Quinn knows that she should group items when memorizing lists, but she does not always do so. Quinn is not yet good at ________.
A) metacognition
B) selective attention
C) cognitive self-regulation
D) flexibility of attention
Topic: Information Processing
Content Ref: p. 443; screen 12.2.6
Objective: 12.2b Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Skill: Apply
Difficulty Level: Moderate
42) Eight-year-old Miles has confidence in his own ability. When he faces a spelling test, he believes that he can practice spelling the words and that he will do well on the test. Miles has developed ________.
A) seriation abilities
B) academic self-efficacy
C) metalinguistic awareness
D) divergent thinking
Topic: Information Processing
Content Ref: p. 444; screen 12.2.6
Objective: 12.2b Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Skill: Apply
Difficulty Level: Moderate
43) Which statement about the whole-language approach to reading is true?
A) It involves teaching children the basic rules for translating written symbols into sounds before giving them complex reading material.
B) It involves teaching reading by pointing out similarities between reading in English and reading in other languages.
C) It assumes that all of the basic grammatical structures in English should be taught at the same time instead of in a sequence.
D) It assumes that by keeping reading whole and meaningful, children will be motivated to discover the specific skills they need.
Topic: Information Processing
Content Ref: p. 445; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Understand
Difficulty Level: new
44) The phonics approach to reading ________.
A) claims that if reading is kept meaningful, children will be motivated to discover the specific skills they need
B) stresses the relationship between letters and sounds, thus enabling children to decode words
C) stresses an appreciation for word concepts in a story context
D) encourages children to decipher meanings of words by reading the words around them
Topic: Information Processing
Content Ref: p. 445; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Understand
Difficulty Level: Easy
45) Children who enter school low in phonological awareness ________.
A) lack the motivation to learn the specific skills they need to keep reading whole and meaningful
B) make the greatest progress when they read text in its complete form instead of being coached on the basic rules of translating symbols
C) who do not receive whole language instruction do not learn how to decode words they have never seen before
D) who do not receive phonics training are substantially behind their agemates in text comprehension by third grade
Topic: Information Processing
Content Ref: p. 445; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Understand
Difficulty Level: Difficult
46) Reading instruction based entirely on phonics training would likely ________.
A) produce better results than a combination of phonics and reading strategy instruction
B) cause many children to lose sight of the goal of understanding written material
C) overemphasize the basic rules for translating written symbols into sounds
D) overemphasize letter-sound relationships related to decoding new words
Topic: Information Processing
Content Ref: p. 445; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Understand
Difficulty Level: Difficult
47) Which statement about the development of reading is true?
A) Around age 3 to 4, children become able to decode simple, one-syllable words.
B) Middle childhood marks the time when most children first show interest in books and printed words.
C) Around age 7 to 8, there is a shift in which children go from “learning to read” to “reading to learn.”
D) Older learners tend to become set in their ways and have trouble adjusting the way they read to fit their current purpose.
Topic: Information Processing
Content Ref: p. 446; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Remember
Difficulty Level: Moderate
48) Children expand the mental number line first by ________.
A) extending it to the right with larger whole numbers, then filling it in with fractions, and then extending it to the left with negative numbers
B) extending it to the right with larger whole numbers, then extending it to the left with negative numbers, and then filling it in with fractions
C) filling it in with fractions, then extending it to the right with larger whole numbers, and then extending it to the left with negative numbers
D) filling it in with fractions, then extending it to the left with negative numbers, and then extending it to the right with larger whole numbers
Topic: Information Processing
Content Ref: p. 446; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Understand
Difficulty Level: Difficult
49) As children expand the mental number line, expanding it to the left represents the inclusion of ________.
A) fractions
B) decimals
C) larger whole numbers
D) negative numbers
Topic: Information Processing
Content Ref: p. 446; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Understand
Difficulty Level: Difficult
50) With regard to teaching mathematics, most experts agree that ________.
A) a blend of drill in computing and “number sense” is most beneficial
B) complex skills can be learned only by drill in computation and rote memorization
C) reasoning about number concepts should replace drill in computation in elementary school
D) children need to retrieve mathematical answers automatically and should be exclusively taught by rote
Topic: Information Processing
Content Ref: p. 446; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Understand
Difficulty Level: Easy
51) Children who are taught mathematics entirely by rote would be likely to ________.
A) be more effective at estimation than students who are taught through conceptual understanding
B) understand the expansion of the number line better than students who are taught through reasoning-based approaches
C) persistently make mistakes because they do not understand the rules they are applying
D) invent their own approaches, which would be likely to be superior to the techniques they were taught
Topic: Information Processing
Content Ref: p. 447; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Understand
Difficulty Level: Difficult
52) Which of these is an example of a child using knowledge of the relationship between operations to solve a problem?
A) Meredith knows that 2 + 3 = 5, and reasons that 3 + 2 = 5
B) Bonnie knows that 3 × 5 = 15, and reasons that 15 ÷ 3 = 5
C) Chabo knows that that 3 + 3 = 6, and reasons that 3 + 4 = 7
D) Srinivas knows that 15 ÷ 3 = 5, and reasons that 15 ÷ 5 = 3
Topic: Information Processing
Content Ref: p. 447; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Apply
Difficulty Level: Difficult
53) Which statement is true about the difference between the United States and Asian countries with regard to math education?
A) Chinese parents provide their preschoolers with extensive practice in counting and computation.
B) Asian schools emphasize drill in computational skills more than U.S. schools.
C) In Asian classrooms, much less time is spent on underlying math concepts than in U.S. classrooms.
D) Compared to U.S. schools, multidigit problems are introduced later in Asian schools.
Topic: Information Processing
Content Ref: p. 448; screen 12.2.7
Objective: 12.2c Describe applications of the information-processing approach to children’s learning of reading and mathematics.
Skill: Remember
Difficulty Level: Easy
54) Which statement about IQ is true?
A) It is less stable at age 6 than it is at earlier ages.
B) It predicts school performance and educational attainment.
C) It predicts performance within a level of education but not whether a person will attain higher levels of education.
D) It predicts educational attainment but not whether a person will enter a higher-paid profession.
Topic: Individual Differences in Mental Development
Content Ref: p. 448; screen 12.3.1
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Remember
Difficulty Level: Moderate
55) When measuring intelligence, test designers use factor analysis to ________.
A) identify the various abilities that intelligence tests measure
B) balance the need for quantitative accuracy and the competing goal of measurement reliability
C) ensure that differences between groups in measured IQ are greater than individual differences
D) ensure that individual differences in measured IQ are greater than differences between groups
Topic: Individual Differences in Mental Development
Content Ref: p. 448; screen 12.3.1
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: 448
Difficulty Level: Difficult
56) Which statement about intelligence tests is true?
A) Group-administered tests are best suited to identifying highly intelligent children and diagnosing children with learning problems.
B) Both group-administered and individually administered tests can be given by teachers with minimal training.
C) With individually administered tests, the examiner not only considers the child’s answers but also observes the child’s behavior.
D) Group-administered tests include observations of the child’s behavior, such as attention to and interest in the tasks.
Topic: Individual Differences in Mental Development
Content Ref: p. 449; screen 12.3.1
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Understand
Difficulty Level: Moderate
57) Compared to group-administered tests, an individually administered test would be better suited to measure ________.
A) the ability to memorize numbers
B) general knowledge, such as the days of the week
C) the child’s interest in the tasks
D) the ability to perform calculations
Topic: Individual Differences in Mental Development
Content Ref: p. 449; screen 12.3.1
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Apply
Difficulty Level: Difficult
58) The nonverbal mode of the Stanford-Binet Intelligence Scales, Fifth Edition, ________.
A) emphasizes culturally loaded, fact-oriented information
B) emphasizes culture-specific knowledge
C) provides separate scores for analytical, creative, and practical intelligence
D) is useful when assessing individuals with limited English language skills
Topic: Individual Differences in Mental Development
Content Ref: p. 449; screen 12.3.1
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Remember
Difficulty Level: Easy
59) Which factor of the Stanford-Binet Intelligence Scales, Fifth Edition, is the most likely to contain culturally loaded problems?
A) visual–spatial processing
B) quantitative reasoning
C) working memory
D) basic information processing
Topic: Individual Differences in Mental Development
Content Ref: p. 449; screen 12.3.1
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Understand
Difficulty Level: Moderate
60) The __________ factor on the Stanford-Binet Intelligence Scales, Fifth Edition, is assumed to be less culturally biased than other factors because it ________.
A) quantitative reasoning; measures skills that are important for academic performance
B) visual–spatial processing; requires little specific information
C) basic information-processing; requires little specific information
D) general knowledge; measures skills that are important for academic performance
Topic: Individual Differences in Mental Development
Content Ref: p. 449; screen 12.3.1
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Understand
Difficulty Level: Difficult
61) __________ was designed to downplay culture-dependent information, which is emphasized on only one of its factors.
A) The Stanford-Binet Intelligence Scales, Fifth Edition,
B) The Wechsler Intelligence Scale for Children–V (WISC–V)
C) Sternberg’s triarchic theory of successful intelligence
D) Gardner’s theory of multiple intelligences
Topic: Individual Differences in Mental Development
Content Ref: p. 449; screen 12.3.1
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Remember
Difficulty Level: Easy
62) On the Wechsler Intelligence Scale for Children (WISC-V), which factor emphasizes culture-dependent information?
A) verbal comprehension
B) visual–spatial reasoning
C) fluid reasoning
D) working memory
Topic: Individual Differences in Mental Development
Content Ref: p. 449; screen 12.3.1
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Remember
Difficulty Level: Easy
63) Sternberg’s triarchic theory of successful intelligence is comprised of which of the following three broad, interacting intelligences?
A) experiential, interpersonal, and academic
B) fluid, crystallized, and social
C) contextual, verbal, and spatial
D) analytical, creative, and practical
Topic: Individual Differences in Mental Development
Content Ref: p. 450; screen 12.3.2
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Understand
Difficulty Level: Moderate
64) According to Sternberg, analytical intelligence includes ________.
A) executive function and cognitive self-regulation
B) generating useful solutions to new problems
C) making information-processing skills automatic
D) adapting to, shaping, or selecting environments
Topic: Individual Differences in Mental Development
Content Ref: p. 450; screen 12.3.2
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Understand
Difficulty Level: Difficult
65) According to Sternberg, creative intelligence includes ________.
A) executive function and cognitive self-regulation
B) knowledge acquisition and strategic thinking
C) making information-processing skills automatic
D) adapting to, shaping, or selecting environments
Topic: Individual Differences in Mental Development
Content Ref: p. 450; screen 12.3.2
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Understand
Difficulty Level: Difficult
66) Practical forms of intelligence ________.
A) are measured by multiple factors of the Stanford-Binet Intelligence Scales, Fifth Edition
B) are measured by one of the factors of the Wechsler Intelligence Scale for Children–V (WISC–V)
C) help explain why cultures vary widely in the behaviors they regard as intelligent
D) involve the same general set of knowledge and skills, regardless of culture
Topic: Individual Differences in Mental Development
Content Ref: p. 450; screen 12.3.2
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Understand
Difficulty Level: Moderate
67) According to Sternberg, traditional intelligence tests ________.
A) have no ability to predict school achievement
B) do not capture intellectual strengths acquired through informal learning experiences
C) yield results consistent with his triarchic theory of intelligence
D) overemphasize noncognitive capacities
Topic: Individual Differences in Mental Development
Content Ref: p. 451; screen 12.3.2
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Understand
Difficulty Level: Easy
68) Gardner’s theory of multiple intelligences defines intelligence in terms of distinct sets of processing operations including ________ intelligences.
A) analytical, creative, and practical
B) bodily-kinesthetic, naturalist, and spatial
C) verbal, mathematical, and emotional
D) general knowledge, quantitative, and working memory
Topic: Individual Differences in Mental Development
Content Ref: p. 451; screen 12.3.2
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Remember
Difficulty Level: Easy
69) According to Howard Gardner’s theory of multiple intelligences, ________.
A) emotional intelligence is highly correlated with general intelligence
B) traditional intelligence tests accurately assess the complexity of human behavior
C) all forms of intelligence have the same neurological basis
D) each intelligence has a distinct course of development
Topic: Individual Differences in Mental Development
Content Ref: p. 451; screen 12.3.2
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Remember
Difficulty Level: Moderate
70) Which statement about Gardner’s theory of multiple intelligences is true?
A) It is firmly grounded in research, including neurological evidence that the abilities are independent of one another.
B) It explains why some exceptionally gifted individuals have abilities that are broad rather than restricted.
C) It stresses the practical value of academic skills but not nonacademic skills.
D) It includes emotional intelligence, which is correlated with prosocial behavior and academic performance.
Topic: Individual Differences in Mental Development
Content Ref: p. 452; screen 12.3.2
Objective: 12.3a Describe major approaches to defining and measuring intelligence.
Skill: Understand
Difficulty Level: Difficult
71) Which statement about group differences in IQ scores of American children is true?
A) European-American children score, on average, 4 to 8 IQ points below African-American children.
B) African-American children fall midway between European-American children and Hispanic children in average IQ score.
C) Although the difference in IQ scores between African-American children and European-American children has been shrinking over the past several decades, a substantial gap remains.
D) The difference in IQ scores between African-American children and European-American children has grown significantly over the past several decades.
Topic: Individual Differences in Mental Development
Content Ref: p. 452; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Moderate
72) Which statement is supported by research on group differences in IQ?
A) The differences between groups tend to be greater than the differences within groups.
B) The IQ gap between middle- and low-SES children accounts for some of the ethnic differences in IQ.
C) IQ differences between groups are typically measured using Sternberg’s triarchic theory.
D) IQ differences between groups are typically measured using Gardner’s theory of multiple intelligences.
Topic: Individual Differences in Mental Development
Content Ref: p. 452; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Understand
Difficulty Level: Moderate
73) Arthur Jensen promoted the idea that __________ is largely responsible for individual, ethnic, and SES variations in intelligence.
A) heredity
B) educational opportunity
C) child rearing
D) culture
Topic: Individual Differences in Mental Development
Content Ref: p. 452; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Moderate
74) On the basis of twin studies and other kinship evidence, researchers estimate that ________ of the differences in IQ among children can be traced to their genetic makeup.
A) none
B) about one quarter
C) about one half
D) almost all
Topic: Individual Differences in Mental Development
Content Ref: p. pp 452-3; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Easy
75) In two investigations, African-American children adopted into economically well-off European-American homes during the first year of life ________.
A) attained scores no different from those of children who remained in low-SES homes.
B) attained mean IQs below 95 in middle childhood
C) attained mean IQs of 110 and 117 by middle childhood
D) showed gains in IQ in early childhood, but their IQs dropped by adolescence
Topic: Individual Differences in Mental Development
Content Ref: p. 453; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Easy
76) Research on African-American children adopted into economically well-off European-American homes during the first year of life indicated that ________.
A) the adopted children’s IQ scores were similar to those of children who remained in low-SES homes
B) the adopted children’s IQ scores increased, but were still lower than the national average
C) poverty severely depresses the intelligence of ethnic minority children
D) environmental factors can affect IQ in early childhood, but gains tend to disappear in adolescence
Topic: Individual Differences in Mental Development
Content Ref: p. 453; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Understand
Difficulty Level: Moderate
77) An intelligence test that ________ produces biased measures of intelligence.
A) indicates that the differences within groups tends to be greater than the differences between groups
B) indicates that significant numbers of children score either very high or very low
C) measures in a consistent fashion each time it is administered
D) samples knowledge and skills that not all groups of children have had an equal chance to learn
Topic: Individual Differences in Mental Development
Content Ref: p. 453; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Understand
Difficulty Level: Difficult
78) The Flynn effect refers to the observation that ________.
A) IQs have increased steadily from one generation to the next
B) the differences between groups tend to be greater than the differences within groups
C) the IQ gap between middle- and low-SES children accounts for some of the ethnic differences in IQ
D) poverty severely depresses the intelligence of ethnic minority children
Topic: Individual Differences in Mental Development
Content Ref: p. 454 Box: Cultural Influences: The Flynn Effect: Massive Generational Gains in IQ; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Easy
79) Large, environmentally induced gains in IQ present a major challenge to the assumption that ________.
A) gender variations in IQ are affected by environmental factors
B) societal contributions to IQ are unimportant
C) ethnic variations in IQ are genetic
D) IQ is a valid measure of school learning potential
Topic: Individual Differences in Mental Development
Content Ref: p. 454 Box: Cultural Influences: The Flynn Effect: Massive Generational Gains in IQ; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Understand
Difficulty Level: Moderate
80) Which statement about African-American English is true?
A) It is a deficient form of standard American English.
B) It is a simple dialect with few governing rules.
C) Many African-American children learn to flexibly shift between African-American English and standard English by third grade.
D) African-American children who continue to speak mostly African-American English generally progress quickly in reading.
Topic: Individual Differences in Mental Development
Content Ref: p. 454; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Understand
Difficulty Level: Easy
81) Ethnic minority parents without extensive education often prefer a(n) ________ style of communication when completing tasks with children; this style ________ the style of communication used in typical classrooms and academic tests.
A) hierarchical; contrasts with
B) hierarchical; is similar to
C) collaborative; contrasts with
D) collaborative; is similar to
Topic: Individual Differences in Mental Development
Content Ref: p. 455; screen 12.3.3
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Easy
82) Which statement is supported by research on the role of knowledge in test bias?
A) Reasoning ability, not prior knowledge, explains ethnic differences in test performance.
B) Nonverbal test items, such as spatial reasoning, do not depend on learning opportunities.
C) IQ scores are not affected by specific information acquired as part of majority-culture upbringing.
D) The amount of time children spend in school predicts scores on measures of verbal intelligence.
Topic: Individual Differences in Mental Development
Content Ref: p. 455; screen 12.3.4
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Understand
Difficulty Level: Moderate
83) In a study on stereotypes in which some 6- to 10-year-olds were told that certain verbal tasks are “not a test” and others are told that they were “a test of how good children are at school problems,” ________ performed worse when they were told that the tasks ________.
A) African-Americans and Hispanics; were a test
B) African-Americans and Hispanics; were not a test
C) European-Americans; were a test
D) European-Americans; were not a test
Topic: Individual Differences in Mental Development
Content Ref: pp. 455-6; screen 12.3.4
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Moderate
84) Which statement about intelligence testing is true?
A) Self-discipline predicts school performance, as measured by report card grades, better than IQ does.
B) Most experts believe that IQ scores provide accurate measures of the intelligence of ethnic minority children.
C) Most experts believe that intelligence testing in schools should be suspended.
D) IQ scores are inaccurate measures of school learning potential for the majority of Western children.
Topic: Individual Differences in Mental Development
Content Ref: p. 456; screen 12.3.4
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Moderate
85) Dynamic assessment involves ________.
A) testing different concepts each time a test is administered
B) giving children different tasks based on their preferences
C) reducing the dependence on external learning resources
D) introducing purposeful teaching into the testing situation
Topic: Individual Differences in Mental Development
Content Ref: p. 456; screen 12.3.4
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Easy
86) A study of a self-affirmation intervention found that when poorly performing African-American middle school students wrote a short essay about their most important values, their end-of-term grades were ________.
A) unchanged
B) higher, as were those of moderately performing students
C) higher, unlike those of moderately performing students
D) even higher than those of moderately performing students
Topic: Individual Differences in Mental Development
Content Ref: p. 457; screen 12.3.4
Objective: 12.3b Describe evidence indicating that both heredity and environment contribute to intelligence.
Skill: Remember
Difficulty Level: Moderate
87) Metalinguistic awareness refers to the ability to ________.
A) think about language as a system
B) compare one language to another language
C) speak a second language as well as one’s first language
D) develop second-order beliefs
Topic: Language Development
Content Ref: p. 457; screen 12.4
Objective: 12.4a Describe changes in school-age children’s metalinguistic awareness, vocabulary, grammar, and pragmatics.
Skill: Remember
Difficulty Level: Easy
88) Which statement about language development during middle childhood is true?
A) Vocabulary growth is much slower in middle childhood than in early childhood.
B) Children’s reflective, analytical approach to language permits them to appreciate the multiple meanings of words.
C) English-speaking children use the passive voice more often than the active voice.
D) School-age children use the passive voice less than preschool children.
Topic: Language Development
Content Ref: p. 457; screen 12.4.1
Objective: 12.4a Describe changes in school-age children’s metalinguistic awareness, vocabulary, grammar, and pragmatics.
Skill: Understand
Difficulty Level: Easy
89) Which of these statements uses the passive voice?
A) “I love our cat, Shadow, as much as our dog, Toffee.”
B) “The paint was spilled.”
C) “When I don’t eat for a long time, I get hungry.”
D) “My 10th birthday party is my favorite memory.”
Topic: Language Development
Content Ref: p. 458; screen 12.4.1
Objective: 12.4a Describe changes in school-age children’s metalinguistic awareness, vocabulary, grammar, and pragmatics.
Skill: 458
Difficulty Level: Moderate
90) Compared to the narratives of school-age children, the narratives of preschool children are more likely to include ________.
A) irony
B) sarcasm
C) events that build up to a high point and resolve
D) direct expressions of meaning
Topic: Language Development
Content Ref: p. 458; screen 12.4.2
Objective: 12.4a Describe changes in school-age children’s metalinguistic awareness, vocabulary, grammar, and pragmatics.
Skill: Remember
Difficulty Level: Easy
91) European-American children’s narratives are usually __________ those of African-American children.
A) shorter and less complex than
B) longer and more complex than
C) about the same length as
D) more focused on social relationships than
Topic: Language Development
Content Ref: p. 459; screen 12.4.2
Objective: 12.4a Describe changes in school-age children’s metalinguistic awareness, vocabulary, grammar, and pragmatics.
Skill: Understand
Difficulty Level: Easy
92) A topic-associating style of narration would be likely to ________.
A) relate the events of a story in chronological order, from beginning to end
B) relate the events of a story in chronological order, but start at the end and progress backwards to the beginning
C) focus on the perspective of one character in order to provide clarity and organization
D) include fictional elements and references to a character’s emotion
Topic: Language Development
Content Ref: p. 459; screen 12.4.2
Objective: 12.4a Describe changes in school-age children’s metalinguistic awareness, vocabulary, grammar, and pragmatics.
Skill: Understand
Difficulty Level: Moderate
93) Children of bilingual parents who teach them both languages in infancy and early childhood ________.
A) generally take five to seven years to attain speaking and writing skills on par with those of monolingual agemates
B) attain language milestones in both languages far later than monolingual agemates
C) have a much smaller and less sophisticated vocabulary than monolingual children
D) separate the language systems early and attain language milestones according to a typical timetable
Topic: Individual Differences in Mental Development
Content Ref: p. 459; screen 12.4.3
Objective: 12.4b Describe bilingual development, the cognitive benefits of bilingualism, and the effectiveness of bilingual education programs.
Skill: Remember
Difficulty Level: Moderate
94) Miguel is bilingual. He sometimes speaks sentences in English that contain one or more Spanish words without violating the grammar of either language. Miguel engages in ________.
A) a topic-focused style of communication
B) a topic-associating style of communication
C) a classic form of narration
D) code switching
Topic: Language Development
Content Ref: p. 459; screen 12.4.3
Objective: 12.4b Describe bilingual development, the cognitive benefits of bilingualism, and the effectiveness of bilingual education programs.
Skill: Apply
Difficulty Level: Easy
95) “Code switching” refers to ________.
A) producing an utterance in one language that contains one or more words from another language
B) being taught one language at home and another language at school, mastering both
C) learning one language in the home and then abandoning that language as an adult
D) speaking one language in the home and another language in educational settings
Topic: Language Development
Content Ref: p. 459; screen 12.4.3
Objective: 12.4b Describe bilingual development, the cognitive benefits of bilingualism, and the effectiveness of bilingual education programs.
Skill: Understand
Difficulty Level: Moderate
96) Children who become fluent in two languages ________.
A) have reduced working memory capacity due to increased cognitive demands
B) gradually lose their first language, even with practice
C) tend to have especially efficient executive function skills
D) show less activity in areas of the brain related to language
Topic: Language Development
Content Ref: p. 460; screen 12.4.3
Objective: 12.4b Describe bilingual development, the cognitive benefits of bilingualism, and the effectiveness of bilingual education programs.
Skill: Understand
Difficulty Level: Moderate
97) Which statement about bilingual education is true?
A) Its goal is to maintain instruction in two languages as long as possible.
B) Its goal is to transition minority students to English-only instruction as soon as possible.
C) Research data provides little justification for bilingual education.
D) It improves proficiency in a native language but interferes with academic achievement in English.
Topic: Language Development
Content Ref: p. 460; screen 12.4.3
Objective: 12.4b Describe bilingual development, the cognitive benefits of bilingualism, and the effectiveness of bilingual education programs.
Skill: Remember
Difficulty Level: Easy
98) Elena moved to the United States from Guatemala when she was 6 years old. She speaks Spanish fluently but has limited ability to understand English. Research shows that if her school curriculum integrates both Spanish and English, she will ________.
A) lose proficiency in both languages
B) improve in English proficiency but gradually lose her ability to speak Spanish
C) improve in Spanish efficiency but fall behind in English reading skills
D) acquire English more easily
Topic: Language Development
Content Ref: p. 461; screen 12.4.3
Objective: 12.4b Describe bilingual development, the cognitive benefits of bilingualism, and the effectiveness of bilingual education programs.
Skill: Apply
Difficulty Level: Moderate
99) In a two-way language immersion program, ________.
A) language-minority students acquiring English and native English-speaking students are taught together
B) native English-speaking students are taught two different additional languages at the same time
C) language-minority students acquiring English learn English and an additional language at the same time
D) native English-speaking students are taught exclusively in another language
Topic: Language Development
Content Ref: p. 461; screen 12.4.3
Objective: 12.4b Describe bilingual development, the cognitive benefits of bilingualism, and the effectiveness of bilingual education programs.
Skill: Remember
Difficulty Level: Moderate
100) In a traditional classroom, ________.
A) students are relatively passive
B) teachers guide and support learning, but are not the sole authority for knowledge
C) children coordinate their own thoughts rather than absorbing those of others
D) students are evaluated in relation to their prior development
Topic: Children’s Learning in School
Content Ref: p. 462; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Understand
Difficulty Level: Easy
101) In a constructivist classroom, ________.
A) students are relatively passive
B) teachers guide and support learning, but are not the sole authority for knowledge
C) students focus on absorbing the thoughts of others instead of coordinating their own thoughts
D) students are evaluated based on uniform standards
Topic: Children’s Learning in School
Content Ref: p. 462; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Understand
Difficulty Level: Easy
102) As a result of the 2001 No Child Left Behind Act (NCLBA) and its 2015 replacement, the Every Student Succeeds Act (ESSA), ________.
A) students are no longer required to take achievement tests from third through eighth grade and in high school
B) the curricular focus in public schools has narrowed, placing more emphasis on preparing students for achievement tests
C) classrooms are more likely to be organized in a constructivist style, in which students solve self-chosen problems.
D) classrooms are more likely to be organized in a social-constructivist style, in which students participate in learning activities with peers
Topic: Children’s Learning in School
Content Ref: p. 462; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Remember
Difficulty Level: Easy
103) Which statement about traditional versus constructivist classrooms is true?
A) Older elementary school children in constructivist classrooms have a slight edge in achievement test scores.
B) Traditional classrooms are associated with greater social and moral maturity.
C) Constructivist classrooms are associated with gains in critical thinking and more positive attitudes toward school.
D) Preschool and kindergarten students in traditional classrooms have a significant advantage in achievement test scores.
Topic: Children’s Learning in School
Content Ref: p. 462; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Understand
Difficulty Level: Moderate
104) Which statement about delayed school entry and school readiness is true?
A) School readiness cannot be cultivated through classroom experiences.
B) Delaying school entry produces widespread long-term academic benefits, but few long-term social benefits.
C) Delaying school entry produces widespread long-term social benefits, but few long-term academic benefits.
D) There are few long-term academic or social benefits for delaying school entry.
Topic: Children’s Learning in School
Content Ref: p. 462; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Remember
Difficulty Level: Moderate
105) Which elementary school classroom shows evidence of high-quality education?
A) Classroom A, where instruction is focused on academic standards only.
B) Classroom B, where students work independently throughout the school day.
C) Classroom C, where teachers evaluate work samples to individualize instruction.
D) Classroom D, where curricular subjects are segregated, so children can develop their strengths.
Topic: Children’s Learning in School
Content Ref: p. 463; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Apply
Difficulty Level: Moderate
106) In social-constructivist classrooms, ________.
A) students participate in challenging activities with teachers and peers
B) the teacher is the sole authority for knowledge and decision making
C) peer collaboration is often replaced by teacher-directed instruction
D) students coordinate their own thoughts rather than considering those of others
Topic: Children’s Learning in School
Content Ref: p. 463; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Understand
Difficulty Level: Easy
107) Which situation best illustrates reciprocal teaching?
A) Ella, a talented math student, works on a multiplication worksheet with Caleb, a struggling student.
B) Katianna presents a geography project first to her own third-grade class and then to a second-grade class.
C) Nicco, Tyler, and their teacher read a passage on ecosystems and take turns leading dialogues on it.
D) Angela, a gifted student, visits a resource room where Ms. Dailey shows her computer programming techniques.
Topic: Children’s Learning in School
Content Ref: p. 463; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Apply
Difficulty Level: Difficult
108) Reciprocal teaching focuses on which four cognitive strategies?
A) discussion, practice, segmentation, and reading
B) elaboration, rehearsal, chunking, and repetition
C) challenging, digesting, comparing, and evaluating
D) questioning, summarizing, clarifying, and predicting
Topic: Children’s Learning in School
Content Ref: p. 463; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Remember
Difficulty Level: Easy
109) Miss Tessier guides the overall process of learning in her classroom, but no other distinction is made between adult and child contributors: All participate in joint endeavors and have the authority to define and resolve problems. Miss Tessier is using a __________ approach to instruction.
A) traditional
B) communities of learners
C) constructivist
D) reciprocal teaching
Topic: Children’s Learning in School
Content Ref: p. 464; screen 12.5.1
Objective: 12.5a Describe the influence of educational philosophies on children’s motivation and academic achievement.
Skill: Apply
Difficulty Level: Moderate
110) U.S. teachers in schools with many students from low-income families are especially likely to emphasize ________.
A) the application of abstract concepts to real-life situations
B) repetitive drill over higher-level thinking
C) summarizing and retelling information gathered from textbooks
D) analysis and synthesis of new information
Topic: Children’s Learning in School
Content Ref: pp. 464-5; screen 12.5.2
Objective: 12.5b Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Skill: Remember
Difficulty Level: Easy
111) Which statement about teacher–student relationships is true?
A) Well-behaved, high-achieving students typically receive less support from teachers because they are not as needy as other students.
B) Overall, low-SES students have more sensitive and supportive relationships with teachers.
C) Warm, low-conflict teacher–student relationships have an especially strong impact on the achievement of children at risk for learning disabilities.
D) Teachers tend to interact in the same way with all children, regardless of student behavior or achievement.
Topic: Children’s Learning in School
Content Ref: p. 465; screen 12.5.2
Objective: 12.5b Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Skill: Understand
Difficulty Level: Easy
112) Which type of child–teacher relationship is most likely to lead to a negative self-fulfilling prophecy?
A) a quiet, withdrawn student with a teacher in a constructivist classroom
B) a low-achieving student with a teacher who publicly compares children
C) a high-achieving student with a teacher in a traditional classroom
D) a low-achieving student with a teacher in a constructivist classroom
Topic: Children’s Learning in School
Content Ref: p. 465; screen 12.5.2
Objective: 12.5b Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Skill: Apply
Difficulty Level: Difficult
113) As early as first grade, when children are grouped by ability, low-group students are more likely to be ________.
A) low-SES and male
B) European-American and male
C) low-SES and female
D) European-American and female
Topic: Children’s Learning in School
Content Ref: p. 465; screen 12.5.3
Objective: 12.5b Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Skill: Remember
Difficulty Level: Moderate
114) When children are grouped by ability, low-group students ________.
A) get more drill on basic facts and skills
B) engage in more discussion
C) are more likely to be taught to learn cooperatively
D) are more likely to be taught using a social constructivist approach
Topic: Children’s Learning in School
Content Ref: p. 465; screen 12.5.3
Objective: 12.5b Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Skill: Remember
Difficulty Level: Easy
115) Which statement about integration in U.S. schools is true?
A) School integration has increased dramatically since the 1990s.
B) Since 2000, the racial-ethnic divide in U.S. education has intensified.
C) During the 1990s, federal courts tended to take authority over integration issues away from state and local governments and give it to the federal government.
D) During the 1950s, federal authority over integration issues was diminished as a result of the decision in Brown v. Board of Education.
Topic: Children’s Learning in School
Content Ref: p. 466 Box: Social Issues: Education: Magnet Schools: Equal Access to High-Quality Education; screen 12.5.3
Objective: 12.5b Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Skill: Remember
Difficulty Level: Difficult
116) Which statement about magnet schools is true?
A) They promote integration by requiring a set percentage of minority students to enroll.
B) They promote integration by requiring a set percentage of European-American students to enroll.
C) They promote voluntary integration by offering families school choices that draw students from across neighborhood boundaries.
D) The majority of evaluations conducted on magnet schools that use lottery systems indicate that they fail to enhance minority student achievement.
Topic: Children’s Learning in School
Content Ref: p. 466 Box: Social Issues: Education: Magnet Schools: Equal Access to High-Quality Education; screen 12.5.3
Objective: 12.5b Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Skill: Understand
Difficulty Level: Easy
117) Which statement is supported by research on computers and academic learning?
A) Most U.S. schools in low-SES communities do not have computers or Internet access.
B) Children who use word processing products tend write shorter and lower-quality essays.
C) Using the Internet for information gathering is associated with lower reading skills.
D) Interactive screen media use is associated with academic progress.
Topic: Children’s Learning in School
Content Ref: p. 467; screen 12.5.4
Objective: 12.5c Discuss academic benefits of, as well as concerns about, educational media.
Skill: Understand
Difficulty Level: Moderate
118) Which statement about the use of screen media is true?
A) Girls are more likely than boys to use screen media to download music and for social communication.
B) Low-SES children devote more time to Internet use than their higher-SES counterparts.
C) Boys are more likely than girls to engage in writing computer programs and creating Web pages.
D) Overall, girls spend more time with screen media than boys.
Topic: Children’s Learning in School
Content Ref: p. 468; screen 12.5.4
Objective: 12.5c Discuss academic benefits of, as well as concerns about, educational media.
Skill: Remember
Difficulty Level: Easy
119) U.S. legislation mandates that schools place children who require special supports for learning in ________.
A) “separate but equal” learning environments
B) the “least restrictive” environments that meet their educational needs
C) fully inclusive “regular” educational settings, alongside typical students
D) “resource rooms” with teachers trained in special education
Topic: Children’s Learning in School
Content Ref: p. 468; screen 12.5.5
Objective: 12.5d Describe conditions that promote successful placement of children with learning difficulties in regular classrooms.
Skill: Remember
Difficulty Level: Moderate
120) In the context of teaching children with special needs, inclusive classrooms are classrooms in which ________.
A) students with learning difficulties learn alongside typical students in the regular academic setting for part or all of the school day
B) all students, whether they have learning difficulties or not, use educational materials designed for students with learning disabilities
C) students with learning disabilities are evaluated according to the same standards as those applied to typical students
D) students with learning disabilities are placed in different classrooms with educational resources including audio, video, and interactive media
Topic: Children’s Learning in School
Content Ref: p. 468; screen 00
Objective: 12.5d Describe conditions that promote successful placement of children with learning difficulties in regular classrooms.
Skill: Understand
Difficulty Level: Moderate
121) The largest number of U.S. students designated for inclusion in classroom settings have ________.
A) physical disabilities
B) mild intellectual disability
C) severe intellectual disability
D) learning disabilities
Topic: Children’s Learning in School
Content Ref: p. 468; screen 12.5.5
Objective: 12.5d Describe conditions that promote successful placement of children with learning difficulties in regular classrooms.
Skill: Remember
Difficulty Level: Easy
122) Which statement about inclusion is true?
A) All students benefit academically from inclusion, but not all benefit socially.
B) All students benefit socially from inclusion, but not all benefit academically.
C) Achievement gains depend on the severity of the disability and the support services available.
D) Children with disabilities are typically accepted by regular-classroom peers.
Topic: Children’s Learning in School
Content Ref: p. 469; screen 12.5.5
Objective: 12.5d Describe conditions that promote successful placement of children with learning difficulties in regular classrooms.
Skill: Remember
Difficulty Level: Moderate
123) Recognition that intelligence tests ________ has led to an expanded definition of giftedness.
A) do not sample the entire range of human cognitive skills
B) place too much emphasis on divergent thinking
C) do not require examinees to arrive at a single correct answer
D) are too closely aligned with Sternberg’s triarchic theory
Topic: Children’s Learning in School
Content Ref: p. 469; screen 12.5.5
Objective: 12.5e Describe the characteristics of gifted children and efforts to meet their educational needs.
Skill: Understand
Difficulty Level: Easy
124) __________ thinking involves arriving at a single correct answer, whereas __________ thinking involves generating multiple and unusual possibilities when faced with a task or problem.
A) Convergent; divergent
B) Divergent; convergent
C) Convergent; recursive
D) Divergent; recursive
Topic: Children’s Learning in School
Content Ref: p. 469; screen 12.5.5
Objective: 12.5e Describe the characteristics of gifted children and efforts to meet their educational needs.
Skill: Remember
Difficulty Level: Easy
125) Rochelle is taking a test in which she is asked to come up with as many different ways as possible to make use of a drinking straw. This is most likely a test of ________.
A) convergent thinking
B) divergent thinking
C) practical intelligence
D) analytical intelligence
Topic: Children’s Learning in School
Content Ref: p. 469; screen 12.5.5
Objective: 12.5e Describe the characteristics of gifted children and efforts to meet their educational needs.
Skill: Apply
Difficulty Level: Moderate
126) Which statement about gifted children is true?
A) Gifted adolescents are more likely than their classmates to experience social isolation.
B) Most gifted children do not cope well with stress and have adjustment problems.
C) The vast majority of gifted children have IQ scores of 130 or lower.
D) Among gifted students, boys are more likely than girls to hide their abilities.
Topic: Children’s Learning in School
Content Ref: p. 470; screen 12.5.5
Objective: 12.5e Describe the characteristics of gifted children and efforts to meet their educational needs.
Skill: Remember
Difficulty Level: Moderate
127) Gifted children fare well in programs that ________.
A) keep them academically with their agemates, so that they are not socially isolated
B) provide special activities that promote problem solving, critical thinking, and creativity
C) emphasize convergent thinking over divergent thinking
D) advance them to higher grades, but not in programs that pull them out of their regular classrooms for special instruction
Topic: Children’s Learning in School
Content Ref: p. 471; screen 12.5.5
Objective: 12.5e Describe the characteristics of gifted children and efforts to meet their educational needs.
Skill: Remember
Difficulty Level: Easy
128) In international studies of reading, mathematics, and science achievement, U.S. students typically perform ________.
A) better than students in Korea and Japan
B) better than students in Canada and the Netherlands
C) above the international averages
D) at or below the international averages
Topic: Children’s Learning in School
Content Ref: p. 471; screen 12.5.6
Objective: 12.5f Discuss factors that lead U.S. students to fall behind in academic achievement compared to students in top-achieving nations.
Skill: Remember
Difficulty Level: Easy
129) Based on international comparisons, instruction in the United States is __________ than that of other industrialized countries.
A) more challenging
B) less focused on absorbing facts
C) less focused on high-level reasoning
D) more focused on critical thinking
Topic: Children’s Learning in School
Content Ref: p. 472; screen 12.5.6
Objective: 12.5f Discuss factors that lead U.S. students to fall behind in academic achievement compared to students in top-achieving nations.
Skill: Remember
Difficulty Level: Moderate
130) Finland ranks among the high-performing nations in international studies of reading, mathematics, and science achievement. Unlike the United States, Finland ______.
A) has a national testing system used to ability-group students
B) has had very little immigration of students from low-income families
C) does not require teachers to complete graduate-level education
D) has nearly eliminated SES variations in achievement
Topic: Children’s Learning in School
Content Ref: p. 472; screen 12.5.6
Objective: 12.5f Discuss factors that lead U.S. students to fall behind in academic achievement compared to students in top-achieving nations.
Skill: Remember
Difficulty Level: Easy
131) Cross-cultural research shows that ________.
A) instruction in Japan, Korea, and Taiwan is less challenging than instruction in the United States
B) Japanese, Korean, and Taiwanese parents and teachers regard native ability as central to academic success
C) East Asian children, influenced by interdependent values, typically view striving to achieve as a moral obligation
D) allowing local control of the curriculum is associated with better academic performance
Topic: Children’s Learning in School
Content Ref: p. 472; screen 12.5.6
Objective: 12.5f Discuss factors that lead U.S. students to fall behind in academic achievement compared to students in top-achieving nations.
Skill: Remember
Difficulty Level: Moderate
ESSAY
132) Decribe the development of spatial reasoning during the concrete operational stage.
133) How does the example of the Zinacanteco Indian girls of southern Mexico illustrate the influence of informal nonschool experiences on operational thought?
134) Define cognitive self-regulation. Why does it develop gradually? How can parents help foster it?
135) Compare and contrast the whole-language approach and the phonics approach. What does research suggest is the best way to teach beginning reading?
136) Describe Sternberg’s triarchic theory of successful intelligence. Include discussion of each of the interacting intelligences.
137) How do children become bilingual? What factors influence the ability to learn a second language?
138) Summarize the advantages of bilingual education over an “English-only” approach.
139) How well-educated are U.S. children compared with children in other industrialized nations? What are some factors that are responsible for this?
Document Information
Connected Book
Infants and Children 9e | Test Bank with Answer Key by Laura E. Berk
By Laura E. Berk